This paper on the supervision and evaluation of teachers as professional personnel begins by delineating the characteristics and expectations of professionals, and then explains how they are socialized into their roles, the reasons why they should be supervised, the blocks and hindrances to supervision and evaluation, and how the blocks may be…

Increasinq emphasis in higher education on teaching and learning as well as on research and development has occurred. Several publications are cited concerning faculty development projects that help to identify change strategies. The success of a particular strategy for improving teaching and learning is dependent on the acceptance and enthusiasm…

This paper describes the formation of the Appalachian Consortium, assesses its impact after one year of operation, and examines its future development. Consortium goals were to provide in-service, staff development opportunities for the instructional faculties of the consortium's member colleges (three community colleges and a state university)…

A two-part faculty development plan for Malcolm X College (Illinois) and a discussion of its development are presented. Phase One of the plan details the development of an informal, inter-disciplinary resource team to assist the faculty in identifying and solving instructional problems through (a) accepting and diagnosing the problem, (b) defining…

The relationship between administrators and faculty is discussed with respect to the issue of faculty evaluation. The need for administrators to educate their faculty in the need for evaluation and to be well-versed in evaluation research is stressed. (JKS)

Reviews the origins and accomplishments of the CCJA (Community College Journalism Association); urges the association to strengthen the leadership of the state organizations, attend to faculty career development, find ways to increase the distinction between strong and weak community college journalism programs, and develop models for working with…

The Career Awareness Micro-Internship Program at Augustana College, designed to demonstrate the career potential of liberal arts education to students and prospective employers, places students in job situations with professional sponsors. The internships are also open to faculty to help them update their knowledge about nonacademic careers. (JMD)

Focusing its efforts on the improvements of the teacher-learning process in higher education, the Institute for Educational Technology at the University of Surrey engages in applied research and service activities including the development and evaluation of teaching and learning innovations, and the training of university teachers. Research and…

A faculty-run, faculty-organized Office of Faculty Development at a medium-large state university beset by normal budgetary and enrollment problems is described. Programmatic requirements and pitfalls to be avoided are presented for this that views instructional improvement as its single goal. (JMD)

Discusses the change agent role of the adult education staff development trainer in the framework of Havelock's three process approaches to change: problem-solving, social interaction, and linkage. Describes the Iowa model for the statewide dissemination of the results from special demonstration and staff development projects. (EM)

The kinds of instructional improvements deemed desirable by students are analyzed, and the student views are considered in the context of existing faculty development programs. The quality of faculty advising is examined as well as views of instructional approaches. (Editor/LBH)

Describes results of a survey of Illinois and Florida faculty, student personnel workers, and administrators, showing attitudinal differences and similarities toward inservice development programs. Examines purposes, outcomes, administration, formats, rewards and incentives, and evaluation. (RT)

Presents the results of a national survey on staff development for part-time instructors, the program established on the basis of the survey findings at Eastfield College (Texas), and a model for establishing part-time faculty programs in other colleges. (RT)

Cites the need for professional development specialists to evaluate and report on the quality of their programs to assure continued funding. Discusses how to choose an evaluation model, organize for evaluation, and gives steps for implementation. (RT)

Presents guidelines for establishing policies for teleconferencing facilities in colleges and universities. Areas highlighted include the purpose of the teleconferencing system (educational or administrative), type of delivery system, faculty concerns such as training and pay differential, curriculum development, support services, and funding.…